3. Strengths brought to the partnership and this lesson/unit by Person (Librarian): Expertise with technology skills, knowledge of AASL subject and TEKS, knowledge of students, ability to locate valuable resources.
4. Strengths brought to the partnership and this lesson/unit by Person B (Teacher): Knowledge of core subject and TEKS, creating grade level appropriate activities based on TEKS, questioning, classroom management, knowledge of students abilities, and creating motivational introduction.
5. How the administrator has been informed of the collaborative planning in process. This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration:
Administrator will be cc'd on e-mails between the teachers concerning scheduling planning time and success. In addition, the librarian and teacher will each write a short summary of their collaboration. The librarian's summary could also be used in the school/library newsletter to inform the school community about what the library is doing.
Note: Answer each of these questions here on the rubric.Total from Scenario Rubric (25 points possible):
Part 2: Rubric A.3.3 - Benchmark – Collaborative Planning Form
Note: Content-area standards and objectives MUST come from a district or state curriculum standards.
This is how to present the AASL Standards: Standard/Strand/Indicator Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.2 Use prior knowledge as context for new learning.
5 Additional Points: Each of these is listed or described on the planning form (one point each):
Relevance to students’ lives (Why should students learn this? Why will they care?)
We want the students to understand how events and issues shaped the history of Texas during the Civil War. We also want students to realize that the primary reason for this war still affects our country today. We are still learning lessons from the war on a political level as well as a cultural level. Additionally students will learn how to use geographic tools to collect, analyze, and interpret data. Furthermore, students will deeper their ability to synthesize information and communicate in written, oral, and visual forms after applying critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.
Responsibilities for gathering or creating resources: Gathering and/or creating resources: Librarian. Creating rubrics: Librarian and Teacher
Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
Motivation: Accessing prior knowledge- Teacher Core Subject Content, Presentation: Teacher Information-Seeking Skills & Works Cited- Librarian Presentation of technology application and modeling sample projects and web2.0 tools: Librarian Wiki set up and monitoring: Librarian and Teacher Modeling/Assessing Group Work Skills: Librarian and Teacher Additional Technology support: Librarian Grading: Teacher Closure: Librarian and Teacher
Technology tools integration (or explanation of why technology is not part of the lesson/unit): Wiki; choice of animoto, prezi, photostory; electronic resources.
5. Materials (consumables such as graphic organizers, notemaking tools, art supplies)A film or multimedia clip of present-day Civil War reenactments to set up the lesson, project examples, wiki access, computer access, print resources, electronic resources (including primary and secondary sources), civil war cookbook, double-bubble maps, exit tickets, copies of rubrics.
Assessing and Turning in Your Work: Use the rubric to self-assess your work. One partner will submit the rubric with the top portions completed for both Part 1 and Part 2. The other partner will submit the URL to the scenario and the completed collaborative planning FORM on your wiki.
Total from Collaborative Planning Form Rubric (25 points possible):
**LP Template**
Part 1: Rubric A.3.3 - Benchmark – Scenario
SLIS Students’ Names:
Scenario Wiki URL:
Plus - Answer each of these items here on the rubric.
- A schedule for future collaborative planning sessions. You MUST include a real schedule for completing A.4.2 for LS5443:
Lesson Planning:Saturday (4/9) 1pm- 6pm
Saturday (4/16) 3pm - 9pm
Sunday (4/17) 5pm-8pm
Polishing if needed:
Monday (4/18) 5pm-7pm
Tuesday (4/19) 6pm-8pm
Wednesday (4/20) 6pm- 8pm
Possible times for Revisions based on peer reviews:
Monday (4/25) 6pm- 8pm
Tuesday (4/26) 6pm - 8pm
Wednesday (4/27) 6pm - 8pm
Thursday (4/28) 6pm - 8pm
2. A planning form selected (provide link to a wiki page):http://flip5443.wikispaces.com/Collaborative+Plan
3. Strengths brought to the partnership and this lesson/unit by Person (Librarian): Expertise with technology skills, knowledge of AASL subject and TEKS, knowledge of students, ability to locate valuable resources.
4. Strengths brought to the partnership and this lesson/unit by Person B (Teacher): Knowledge of core subject and TEKS, creating grade level appropriate activities based on TEKS, questioning, classroom management, knowledge of students abilities, and creating motivational introduction.
5. How the administrator has been informed of the collaborative planning in process. This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration:
Administrator will be cc'd on e-mails between the teachers concerning scheduling planning time and success. In addition, the librarian and teacher will each write a short summary of their collaboration. The librarian's summary could also be used in the school/library newsletter to inform the school community about what the library is doing.
Note: Answer each of these questions here on the rubric.Total from Scenario Rubric (25 points possible):
Part 2: Rubric A.3.3 - Benchmark – Collaborative Planning Form
SLIS Students’ Names: Linda M. Drake & Molly Kyle
Collaborative Planning Form Wiki URL: http://flip5443.wikispaces.com/Collaborative+Plan
Note: Content-area standards and objectives MUST come from a district or state curriculum standards.
This is how to present the AASL Standards: Standard/Strand/Indicator
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use prior knowledge as context for new learning.
5 Additional Points: Each of these is listed or described on the planning form (one point each):
- Relevance to students’ lives (Why should students learn this? Why will they care?)
We want the students to understand how events and issues shaped the history of Texas during the Civil War. We also want students to realize that the primary reason for this war still affects our country today. We are still learning lessons from the war on a political level as well as a cultural level. Additionally students will learn how to use geographic tools to collect, analyze, and interpret data. Furthermore, students will deeper their ability to synthesize information and communicate in written, oral, and visual forms after applying critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.- Responsibilities for gathering or creating resources: Gathering and/or creating resources: Librarian. Creating rubrics: Librarian and Teacher
- Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
Motivation: Accessing prior knowledge- TeacherCore Subject Content, Presentation: Teacher
Information-Seeking Skills & Works Cited- Librarian
Presentation of technology application and modeling sample projects and web2.0 tools: Librarian
Wiki set up and monitoring: Librarian and Teacher
Modeling/Assessing Group Work Skills: Librarian and Teacher
Additional Technology support: Librarian
Grading: Teacher
Closure: Librarian and Teacher
- Technology tools integration (or explanation of why technology is not part of the lesson/unit): Wiki; choice of animoto, prezi, photostory; electronic resources.
5. Materials (consumables such as graphic organizers, notemaking tools, art supplies) A film or multimedia clip of present-day Civil War reenactments to set up the lesson, project examples, wiki access, computer access, print resources, electronic resources (including primary and secondary sources), civil war cookbook, double-bubble maps, exit tickets, copies of rubrics.Assessing and Turning in Your Work:
Use the rubric to self-assess your work.
One partner will submit the rubric with the top portions completed for both Part 1 and Part 2.
The other partner will submit the URL to the scenario and the completed collaborative planning FORM on your wiki.
Total from Collaborative Planning Form Rubric (25 points possible):
Total for Parts 1 and 2 (50 points possible):